TA7 unit 4

**** Teacher asks them to read and listen to the conversation to check their answers.. **** Teacher shows and says the words aloud and asks students to repeat them.. 41 * Teacher asks st

- Have an overview about the topic Music and arts

- Use the vocabulary to talk about Music and arts

2 Core competence

- Develop communication skills and creativity

- Be collaborative and supportive in pair work and team work

- Actively join in class activities

3 Personal qualities

- Develop self-study skills

II MATERIALS

- Grade 7 textbook, Unit 4, Getting Started

- Computer connected to the Internet

- Projector/ TV/ pictures and cards

- sachmem.vn

Language analysis

1 classical (adj) /ˈklæsɪkəl/ traditional in style or form, or based on methods

developed over a long period of time, and considered to be of lasting value

cổ điển

2 spare time (n) /speər taɪm/ time when you are not working thời gian rảnh rỗi

3 musical instruments (n) ˈɪnstrəmənt// ˈmjuːzɪkl an object, such as a piano, guitar, or drum, that is played to produce musical sounds nhạc cụ

4 landscape (n) /ˈlændskeɪp/ a large area of countryside, especially in relation to

5 art gallery (n) /ˈɑːt ˌɡæləri/ a building where works of art can be seen by the

public, are shown and can be bought phòng trưng bày nghệ thuật

Assumptions

1 Students may be lack knowledge and experiences

2 Students may have underdeveloped listening, speaking

and co-operating skills - Play the recording many times if necessary.- Encourage students to work in pairs, in groups so that

they can help each other

- Provide feedback and help if necessary

1 classical (adj): cổ điển

2 spare time (n): thời gian rảnh rỗi

3 musical instruments (n): nhạc cụ

4 landscape (n): cảnh quan

5 art gallery (n): phòng trưng bày nghệ thuật

II Practice:

Task 1: Tick the correct answers

Task 2: Complete the sentences with a suitable word or phrase from the box

Task 3: Write the correct word or phrase under each picture

Task 4: Quiz “How artistic are you?”

*Homework

III PROCEDURES

Notes :

In each activity, each step will be represented as following:

* Deliver the task

** Implement the task

*** Discuss

**** Give comments or feedback

WARM-UP - To create an active

atmosphere in the class before the lesson

- To introduce the topic

CHATTING

* Teacher plays a piece of music and lets students listen to

https://www.youtube.com/watch?v=rotCiRkaE08&ab_channel=Dmusix

** Students listen to music

*** After that, teacher asks students some questions about it and calls some students to give their ideas

- Do you like the piece of music you have listened?

- Do you know what kind of music it is?

- When do you listen to music?

- How do you feel when you listen to music?

- Is music important to our life?

**** Teacher comments on their ideas and then leads students to the new topic in Unit 4

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LEAD-IN To lead in the topic Teacher says: “As you can see, music and arts play an important role in our T-Ss 5 mins

life It can help people relax, entertain, or enrich their mind Therefore, in

Unit 4 we are going to learn more about them Music and Arts.”

SET THE SCENE: PRE- QUESTIONS

* Teacher draws students’ attention to the pictures in the textbook and asksthem some questions about the pictures Teacher don’t confirm whether their answers are right or wrong

1 Who are they?

2 What are they doing?

3 What are you going to learn in this lesson today?

Suggested answers:

1 They are Trang and Nick / students

2 Nick is playing the piano and Trang is drawing

3 (Students’ answer)

** Students work out and answer questions in pairs

*** Students share their answers as a whole class

**** Teacher asks them to read and listen to the conversation to check their answers

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+ showing the pictures illustrating the words;

+ providing the synonym or antonym of the words;

+ providing the definition of the words

1 classical (a): [antonym]

2 spare time (n): [synonym / explanation]

3 musical instruments (n): [visual]

4 landscape (n): [explanation]

5 art gallery (n): [visual]

1

2

3

4

5

** Students say the words

*** Other students correct if the previous answers are incorrect

**** Teacher shows and says the words aloud and asks students to repeat them

LISTEN AND READ (Ex 1, p 40)

* Teacher plays the recording, asks students to underline the words related

to the topic Music and arts (Teacher may check the meaning of some

words if necessary.)

- Teacher can play the recording more than once

- Students listen and read

** Teacher can invite some pairs of students to read aloud

*** Teacher refers to the questions previously asked

**** Then, teacher confirms the correct answer: “Trang and Nick are going

SsSs-SsT-Ss

T-Ss

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To help students understand more thetext; to acquaint students with the grammar points and new vocabulary of the unit

To develop students’

knowledge of the vocabulary about

TASK 1: TICK THE CORRECT ANSWERS (Ex 2, p 41)

* Teacher asks students to answer without reading the conversation again

** Ss work out and answer questions in pairs

*** Teacher asks some students to explain why they did not choose the other two options

**** Teacher confirms the correct answer

Answer key: C

TASK 2: COMPLETE EACH OF THE SENTENCES WITH A SUITABLE WORD OR

PHRASE FROM THE BOX (Ex 3, p 41)

* Teacher asks students to work independently to read the sentence, identify the kind of information to fill in the blanks, read the text again to locate the place to find the word

** Students work individually, then they can share their answers with their partners before discussing as a class

*** Teacher calls some students to check

**** Teacher confirms the right answers and writes on the board

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S

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music and arts

To help students revise the vocabularyrelated to the topic

Music and arts and

to evaluate how artistic they are

** Students work in pairs

*** Teacher plays the recording for students to check and repeat

**** Teacher checks and corrects their pronunciation and gives students the meaning of the words if needed

TASK 4: QUIZ HOW ARTISTIC ARE YOU? (Ex 5, p 41)

* Teacher asks students to work individually to answer all the questions andadd up their points

** Students work individually to do the task

*** Students report to their groups how artistic they are Then, teacher calls on some students to report to the whole class

**** Teacher gives some comments

Pair workT-SsT-Ss

T- Ss

SGroup workT- SsCONSOLIDATION To consolidate what

students have learnt

in the lesson

- Ask one or two students to tell the class what they have learnt

- Ask students to say aloud some words they remember from the lesson If there is an overhead projector in the classroom, show the dialogue and highlight the key words related to the topic

+ Explain the requirements of the project: Imagine that you are going to organise a music show and then design an invitation for that show Students

will show their posters and present their ideas in Lesson 7 – Looking back and Project

+ Teacher explains to students how they can get the information

+ Put students into groups and ask them to discuss to assign tasks for each member Help them set a deadline for each task

(Teacher should check the progress of students’ preparation after each lesson.)

+ use the lexical items related to the topic Music and arts;

+ pronunciation: pronounce and recognize the sounds /ʃ/ and /ʒ/

2 Core competence

- Develop communication skills

- Be collaborative and supportive in pair work and teamwork

- Actively join in class activities

3 Personal qualities

- Be ready to know the words about music and arts

- Develop self-study skills

II MATERIALS

- Grade 7 textbook, Unit 4, A closer look 1

- Computer connected to the internet

- TV/ Projector/ Pictures/ Cards

- sachmem.vn

Language analysis

1 concert hall (n) /ˈkɒnsət ˌhɔːl/ a large building in which concerts are performed phòng hòa nhạc

2 actress (n) /ˈæktrəs/ a woman who pretends to be someone else

while performing in a film, play, or television nữ diễn viên

programme

3 artist (n) /ˈɑːtɪst/ someone who paints, draws, or makes sculptures nghệ sĩ

4 composer (n) /kəmˈpəʊzə(r)/ a person who writes music nhà soạn nhạc

5 puppet (n) /ˈpʌpɪt/ a toy in the shape of a person or animal that you

can move with strings or by putting your hand inside

con rối

6 portrait (n) /ˈpɔːtrət/ a painting, photograph, drawing, etc of a person

or, less commonly, of a group of people chân dung

7 photography (n) /fəˈtɒɡrəfi/ the activity or job of taking photographs or

8 perform (v) /pəˈfɔːm/ to do an action or piece of work thực hiện/ trình diễn

Assumptions

1 Students may lack knowledge about some lexical items Provide students with the meaning and pronunciation of

some lexical items

2 Students may have underdeveloped listening, speaking

and co-operating skills - Play the recording many times if necessary.- Encourage students to work in pairs, in groups so that

they can help each other

- Provide feedback and help if necessary

3 Some students will excessively talk in the class - Define expectation in explicit detail

- Have excessive talking student’s practise

- Continue to define expectations in small chunks (before every activity)

Task 1: Listen and repeat these words and phrases, then write them in the correct columns

Task 2: Match a word in A with a word or phrase in B

Task 3: Underline the correct word to complete each sentence

II Pronunciation: /ʃ/ and /ʒ/

Task 4: Listen and repeat

Task 5: Listen and repeat, and single-underline the words with the sound /ʃ/ and double-underline the words with the sound /ʒ/

In each activity, each step will be represented as following:

* Deliver the task

** Implement the task

*** Discuss

**** Give comments or feedback

WARM-UP To activate students’

prior knowledge and vocabulary related tothe topic, the

targeted vocabulary, and its

pronunciation

Game: Guessing game: Kinds of music

* Teacher divides students into 2 groups and has them listen to some songs to guess what kinds of music they are

** Students work in 2 groups, try to listen, and guess

*** The member in each group which has the answer can raise hand If student has the correct answer, he/ she will get 1 point for his/ her group

**** Teacher confirms the winner

5 mins

LEAD-IN To lead in the lesson

about vocabulary and pronunciation

Teacher leads students into the lesson by telling them that “In today

lesson, we are going to learn more words to talk about Music and arts and

two sounds /ʃ/ and /ʒ/.”

VOCABULARY To introduce visually

some words related

to the topic

VOCABULARY

* Teacher introduces the vocabulary by:

+ providing the synonyms or antonyms of the words;

+ providing the pictures of the words

- Teacher has students read the phrases aloud and corrects their pronunciation if needed

- Teacher asks students for the Vietnamese meanings of these phrases

1 concert hall (n): [visual + explanation]

2 actress (n): [visual + explanation]

3 artist (n): [visual + explanation]

4 composer (n): [visual + explanation]

5 puppet (n): [visual + explanation]

6 portrait (n): [visual + explanation]

7 photography (n): [visual + explanation]

To revise / teach the

names of some

people and places

8 perform (v): [visual + explanation]

** Students say the words

*** Other students correct if the previous answers are incorrect

**** Teacher shows and says the words aloud and asks students to repeatthem

Checking techniques:

“Rub out and remember”

TASK 1: LISTEN AND REPEAT THESE WORDS AND PHRASES, THEN WRITE

THEM IN THE CORRECT COLUMNS (Ex 1, p 42)

Ss-SsSs-SsT-Ss

T-Ss

related to the topic

To teach students

how to combine a

verb and a noun to

talk about music and

arts

* Teacher asks students to listen and repeat the words independently

** Students work individually

*** Teacher calls on some students to read aloud the words

**** Teacher corrects their pronunciation and explains the meaning of these words/ phrases if needed

* After that, teacher asks students work in pairs to put these words / phrases in the correct box

** Students work in pairs

*** Some students read out their answers

**** Teacher confirms the correct answers

Answer key:

actressartistcomposermusicianpainter

art galleryconcert hallpuppet theatre

TASK 2: MATCH A WORD IN A WITH A WORD OR PHRASE IN B (Ex 2, p

42)

* Teacher asks students to work in pairs to do the task and explains to students that in English some verbs and nouns go together, and some don’t

** Students work in pairs to do matching to form collocations

*** Some students give their answers

**** Teacher checks students ‘answers as a class

ST-SsT-Ss

T- Ss

Pair workSsT-Ss

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Pair wokSsT-Ss

To give students practice in how to use words/ phrases related to music and arts in context

** Students work individually to do the task

*** One student writes the words on the board

**** Teacher confirms the correct answers

PRONUNCIATION To help students

identify how to pronounce the sounds /ʃ/ and /ʒ/

PRONUNCIATION

*Teacher writes on the board two words musician and television Then,

teacher has students focus on the sounds of the two underlined letters “c”

and “s”

** Students practice saying the word individually

*** Teacher calls some students to read aloud

**** Teacher corrects if needed

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*** Students imitate and practise the two sounds together.

**** Teacher explains if needed

TASK 4: LISTEN AND REPEAT (Ex 4, p 42)

* Teacher has students read out the words first

** Students practice saying the words independently

***Teacher asks students to listen and try to repeat the words as a class, agroup, and individually

**** Teacher may play the recording as many times as necessary and correct their pronunciation

TASK 5: LISTEN AND REPEAT, AND SINGLE-UNDERLINE THE WORDS WITH THE SOUND /ʃ/ AND DOUBLE-UNDERLINE THE WORDS WITH THE

SOUND /Ʒ/ (Ex 5, p 42)

* Teacher has students read the sentences and tells them to pay attention

to the words with sounds /ʃ/ and /ʒ/ to underline

** Students read and underline words with the two sounds they have learnt

*** Teacher plays the recording for students to listen and repeat each sentence Teacher calls on some students to read the sentences individually

**** Teacher corrects their pronunciation if needed

Suggested answers:

T-SsT-Ss

Ss-SsT-Ss

T-SsSsT-SsT-Ss

T-SsST-Ss

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GAME: SIMON SAYS

* Teacher prepares some words which include the two sounds students have learnt

- Teacher gives students the rules of the game:

+ If teacher says only one word  all students must sit still The person who stands up will be the loser

+ If teacher says, “Simons says …….”  all students must listen carefully to identify which sound mentioned in each word

 /ʃ/: students stand up

 /ʒ/: students sit still

+ At the end of the game: the group which has more students with correctanswers will be the winner

** Students listen to the rules of the game and can discuss with other members in their groups

*** Students play in groups

**** Teacher informs which group is the winner

6 mins

CONSOLIDATION To consolidate what

students have learnt

in the lesson

Teacher asks students to talk about what they have learnt in the lesson T-Ss 1 min

HOMEWORK To revise what they

have learnt Find 5 more words with the sound /ʃ/ and 5 more words with the sound /ʒ/ Write them down and practice pronouncing the words T-Ss 1 min

UNIT 4: MUSIC AND ARTS

Lesson 3: A closer look 2

I OBJECTIVES

By the end of this lesson, students will be able to:

1 Knowledge

- Know how to recognize and write comparisons with like, different from, (not) as … as:

1 like to show that sth is similar to sth else This picture is like the one I saw at the art

museum

2 different from to show that two or more things are

not similar Painting portraits is different from painting landscapes

3 as + adj + as to show that two things are similar My brother is as tall as my father

4 not as + adj + as to show that sth is “more” or “less”

than sth else Classical music is not as exciting as rock.

2 Core competence

- Develop communication skills

- Be collaborative and supportive in pair work and team work

- Actively join in class activities

3 Personal qualities

- Be responsible and hard-working

II MATERIALS

- Grade 7 textbook, Unit 4, A closer look 2

- Computer connected to the Internet

- TV/ Projector/Pictures, sets of word cards

- sachmem.vn

Assumptions

1 Students may lack knowledge and experiences about

2 Some students will excessively talk in the class - Define expectation in explicit detail

- Have excessive talking student’s practise

- Continue to define expectations in small chunks (before every activity)

1 like → To show that sth is similar to sth else

2 different from → To show that two or more things are not similar

3 as + adj + as → To show that two things are similar

4 not as + adj + as → To show that sth is “more” or “less” than sth else

II Practice

Task 1: Write like, as, or different in the blanks

Task 2: Finish the second sentence in each pair

Task 3: Compare the two museums

Task 4: Rewrite the sentences

III Production

Task 5: Look at the two pictures and compare them

*Homework

III PROCEDURES

Notes :

In each activity, each step will be represented as following:

* Deliver the task

** Implement the task

*** Discuss

**** Give comments or feedback

WARM-UP To activate students’

prior knowledge andvocabulary related

to the targeted grammar

GAME: BRAINSTORMING

* Teacher asks students to work in 2 teams to think of as many adjectives

to describe as possible

** Students work in 2 teams

*** In 1 minute, students from each team, turn by turn, run to the board and write down one adjective

**** Teacher comments and counts how many correct answers for each team

- The team which has more correct answers will be the winner

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Adjectives

** Students work individually

*** Students give teacher a sentence:

“The boy on the left is taller than the boy on the right.”

**** Teacher gives feedback, then lead to the new lesson

SsSsT-SsLEAD-IN To introduce the

targeted grammar ofthe lesson

Teacher says: “This lesson today is going to tell you more about

comparisons using like, different from, (not) as … as” T-Ss 1 min

PRESENTATION To introduce the

Elicit the model sentences:

1 Teacher points to the yellow pencil and the orange pencil

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9 mins

Students: The yellow pencil is shorter than the orange one

Teacher: Right! Or I can say: “The yellow pencil is not as long as the orange one.”

2 Teacher points to the yellow pencil and the pen and asks students to focus on the length of the two things.

 The pen is as long as the yellow pencil

3 Teacher points to the yellow pencil and the pen again and has students focus on their shape.

 The pen is different from the yellow pencil

4 Teacher says: “This is Robert’s pencil case and this is Mary’s pencil case” and asks them make comparison with “like”.

 Robert’s pencil case is like Mary’s pencil case

*** Students find out the form and the usage of comparisons using “like, different from, (not) as … as”

**** Teacher gives comments and writes on the board the form and the usage

using like, different from, (not) as … as.

TASK 1: WRITE LIKE, AS, OR DIFFERENT IN THE BLANKS (Ex 1, p 43)

* Teacher asks students to do the exercise individually and then compare their answers with a classmate

** Students do the task individually

*** Some students explain their choices

**** Teacher confirms the correct answers

Answer key:

T-SsSsSsT-Ss

20mins

practiSe using like,

different from, (not)

TASK 2: FINISH THE SECOND SENTENCE IN EACH PAIR, USING LIKE, AS …

AS, OR DIFFERENT FROM (Ex 2, p 43)

* Teacher has students do this exercise individually

** Students do the task individually

*** Students give and explain their answers

****Teacher confirms the correct answers

TASK 3: COMPARE THE TWO MUSEUMS: HISTORY AND SCIENCE, USING

LIKE, AS … AS, OR DIFFERENT FROM (Ex 3, p 43)

* Teacher asks students to work in pairs and helps them interpret the table first

** Students work in pairs to do the task and teacher encourages students

to talk as much as possible

*** Teacher calls on students to read aloud the complete sentences

**** Teacher confirms the correct answers and helps them to correct mistakes if needed

Suggested answers:

1 The History Museum is not as modern as the Science Museum

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T-SsPair workT-SsT-Ss

To help students revise to write comparisons using

like, different from, (not) as … as

2 The staff in History Museum is as friendly as ones in Science Museum

3 Things in History Museum are more interesting than things in Science Museum

4 The price in History Museum is like in Science Museum

TASK 4: REWRITE THE SENTENCES, USING THE WORDS GIVEN AT THE

BEGINNING (Ex 4, p 43)

* Teacher asks students to do the task individually to write down the sentences in their notebooks

** Students do the task individually and compare with their partners

*** Some students write their answers on the board

**** Teacher confirms the correct answers

Suggested answers:

1 I think comedies are not as interesting as action films

2 Our history homework is not as difficult as our maths homework

3 This year’s music contest is not like last year’s

4 The characters in the film are different from the ones in the play

5 That picture is not as bright as this one

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PRODUCTION To help students

practise speaking,

using like, different from, (not) as … as

through pictures

TASK 5: LOOK AT THE TWO PICTURES AND COMPARE THEM (Ex 5, p 43)

* Teacher asks students to work in groups to find out the similarities and differences between the two pictures and the things in them

** Students work in groups to do the task

*** Students give as many sentences as possible

**** Teacher listens to students to correct common errors after finishing speaking

Suggested answers:

- Picture A is not as big as picture B

- The cat in picture A is different from the cat in picture B

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Group workSsT-Ss

7 mins